In connection with the world becoming more digitalized, the need for competence within Computer Science and IT has simultaneously increased, in which programming and mathematics are fundamental competences. At the same time digital music and headphones may enable students within these fields of knowledge to regularly listen to their prefered music while studying without disturbing their surroundings. The purpose of this study is to examine if the short-term performance of mathematics and programming is improved by listening to preferred music during examinations. Furthermore, to find out if the results can be explained by the following seven parameters: the perceived achievement, difficulty, focus, working memory, stress, anxiety and motivation. The participants completed tests in math and programming in two music conditions: with preferred study music and in silence. Moreover, they were given surveys concerning the seven parameters and their general relation to music as it regards their studying. The results showed that the participants performed better while listening to music for both math and programming. With an increase of 10.43% for mathematics and 12.47% increase for programming. However, more evidence is needed to conclude the causation. The underlying factors are unclear. While the mean value and the median value for the parameters show minimal differences between the musical conditions, with the exception of the perceived difficulty, it appears that several participants felt that the music aided in blocking surrounding noises and contributed to a better mood and focus. The increase in performance can also have been affected by other factors than the music. / Digitaliseringens framväxt har lett till att efterfrågan och behovet av att utbilda akademiker med kompetens inom datavetenskap och IT har ökat, där programmering och matematik är grundläggande kunskaper. [9] Samtidigt kan digital musik och hörlurar underlätta för studenter inom dessa kompetensområden att regelbundet lyssna på sin favoritmusik under studierna utan att störa omgivningen. Syftet med arbetet är att undersöka om den kortsiktiga prestationen, under examination inom matematik respektive programmering, förbättrades vid musiklyssnande och ifall resultatet kan förklaras med hjälp av sju olika parametrar: deltagarnas upplevda prestation, svårighetsgrad, fokus, arbetsminne, stress, ångest samt motivation. Experimentet gick ut på att låta deltagarna skriva prov inom matematik respektive programmering både med och utan musik, samt svara på enkäter kopplade till de sju parametrarna och deras relation till musiklyssnande under studerandet. Resultaten tyder på att musiklyssnande under testerna förhöjde deltagarnas prestation inom matematik och programmering med en procentuell ökning på 10,43% respektive 12,47%. Dock behövs mer underlag för att konstatera ett orsakssamband. Resultaten för bakomliggande faktorer är otydliga. Medelvärde och median för parametrarna ger inte klara samband varken musiklyssning eller utan. Utöver upplevd svårighetsgrad, så ger de flesta parametrarna minimala skillnader. Deltagarna meddelade att musiken underlättade att filtrera bort bakgrundsljud som kan förbättra fokuset och bidragit med bättre sinnesstämning. Ökningen i prestation kan också ha påverkats av flera andra faktorer än just musiklyssning.

This study investigates transformational leadership at a higher education institution. The systems paradigm serves as the point of departure, while the construct `leadership', which forms the driving force of change in the organisation, and the concept `transformational leadership', are integrated to yield a mechanism for the optimal positioning of the organisation in the ambit of transformation. The results indicate that the leadership style at the higher institution in question is transformational in nature. From the literature review it became evident that although it is possible for transformational leaders to fail in the transformational strategy, the transformational leader may exhibit the most `ideal' leadership style for the higher education institution engaged in a turnaround strategy. Based on the results of the study, additional proposals are made regarding further study in the area of transformational leadership as well as possible decisions regarding human resource management for the higher education institution in question. / Industrial and Organisational Psychology / M.A. (Industrial and Organisational Psychology)

This study investigates transformational leadership at a higher education institution. The systems paradigm serves as the point of departure, while the construct `leadership', which forms the driving force of change in the organisation, and the concept `transformational leadership', are integrated to yield a mechanism for the optimal positioning of the organisation in the ambit of transformation. The results indicate that the leadership style at the higher institution in question is transformational in nature. From the literature review it became evident that although it is possible for transformational leaders to fail in the transformational strategy, the transformational leader may exhibit the most `ideal' leadership style for the higher education institution engaged in a turnaround strategy. Based on the results of the study, additional proposals are made regarding further study in the area of transformational leadership as well as possible decisions regarding human resource management for the higher education institution in question. / Industrial and Organisational Psychology / M.A. (Industrial and Organisational Psychology)

本研究旨在探討我國臺灣地區圖書資訊學系所教師的工作滿意現況及其相關影響因素，以深入瞭解國內圖書資訊學系所教師們對本身工作的評估及對工作的滿意程度。主要的研究目的為：一、瞭解我國圖書資訊學系所教師工作滿意度的現況。二、分析影響我國圖書資訊學系所教師工作滿意度的相關因素。三、比較不同背景變項之我國圖書資訊學系所教師在整體工作與各層面工作滿意度的差異。四、根據研究結果，提出有助於改進我國圖書資訊學系所教師工作滿意度的具體建議，以供教師、系所及相關專業學會參考。 　　本研究以文獻分析法及問卷調查法為主要的研究方法：一、在文獻分析中，廣泛蒐集了國內外與本研究主題相關之各類型文獻，進行分析與歸納整理，用以探究大學教師的學術工作內涵、教師工作滿意度的意涵、影響因素、相關理論與實證研究等，並作為問卷編製的參考依據；二、問卷調查部分，以自編之『我國臺灣地區圖書資訊學系所教師工作滿意度之調查問卷』為研究工具，針對國內8所圖書資訊學系所53位專任講師以上的教師進行普查。問卷所得資料採用SPSS 8.0版進行統計分析與處理，調查結果係就圖書資訊學系所教師受試者基本資料、工作滿意度概況、教師個人屬性及工作屬性與工作滿意度的關係，以及教師工作滿意度意見回饋等進行分析。 　　本研究獲得以下之重要發現與結論： 　　一、 任教於圖書資訊學系所的教師目前有穩定的工作狀況。 　　二、 圖書資訊學系所教師的整體工作滿意度不高。 　　三、 圖書資訊學系所教師工作滿意度各層面間具有差異性。 　　四、 圖書資訊學系所教師工作滿意度因部分個人屬性因素不同而有差異。 　　五、 圖書資訊學系所教師工作滿意度因部分工作屬性因素不同而有差異。 　　六、 影響圖書資訊學系所教師工作滿意度的因素複雜且多元，大致上有個人背景因素及環境因素兩大主因。 　　七、 目前圖書資訊學系所教師對人際關係最感滿意，而對工作環境感到最不滿意。 　　根據研究結果，提出下列幾項建議： 　　一、 對圖書資訊學系所教師的建議 　　　(一)積極充實自我、進修學科專業及教育專業知能 　　　(二)運用時間管理、減低工作壓力 　　　(三)重視學生學習反應、改進教學效能 　　　(四)誠懇指導後進、虛心求教資深 　　二、 對圖書資訊學系所的建議 　　　(一)跨校合作教學 　　　(二)系所目標明確 　　　(三)建立有效的教學評鑑制度 　　三、 對圖書資訊學相關專業學會的建議 　　　(一)舉辦教師交誼活動、拓展人際氣氛 　　　(二)開辦與圖書資訊學教師相關的專業進修活動

The widening of access to Higher Education (HE) with a concomitant call for more accountability in the HE sector locally and globally, has altered the former elitist status of the university and impacted the professional standing, autonomy, and working conditions of lecturers negatively. Lecturers are increasingly held to account for providing quality teaching and delivering employable graduates. Yet their work environment has been characterised by poor support, dwindling resources, lack of recognition and reward for teaching efforts and excellence, and absence of legal protection when failing to fulfil the undefined yet high accountability expectations in their teaching-related work. This state of affairs has had an inevitable influence on lecturers’ perceived security in their labour environment. The overarching purpose of this study was therefore to generate guidelines to improve the existing juridical foundation for accountability of South African (SA) HE lecturers with a view to enhance their security in their employment context. In order to assist in the fulfilment of this central purpose, the study aimed to develop understanding of how lecturers perceive their accountability and security in light of diverse teaching-related responsibilities and vagueness in terms of expected conduct; and the protection (or lack of protection) of their rights and professional status. An international perspective on these issues was imperative to shed some light on how regulation elsewhere could improve practices in the SA context. While SA lecturers are equally entitled to all the rights stipulated in the Bill of Rights, they are also subject to and accountable for upholding the provisions of the SA Constitution and derived labour legislation relevant within the HE environment. The founding values of the Constitution, namely equality, human dignity and the protection of human rights and related freedoms, form not only the basic standard for measuring lecturer conduct, but also the legal basis for challenging policy, system or conduct that might threaten constitutional or labour rights. Yet, despite the existing juridical foundation for the regulation of accountability and rights protection of SA lecturers, comprising the SA Constitution, general labour and HE legislation, there is an absence of HE-specific teaching-related accountability regulation, resulting in lecturer insecurity regarding expected conduct, professional recognition and support, and accountability expectations in their teaching-related work. In comparison, a number of Australian legal imperatives, including the Commonwealth of Australia Learning and Teaching Council’s standard for quality teaching with corresponding quality indicators, provide for more clearly defined teaching-related accountability regulation. In addition, the Mission Based Compacts, the Threshold Standards, and the national Modern Award for the Higher Education Industry, afford Australian lecturers the protection of HE-specific rights relevant to enhance security in their unique work environment. These legal imperatives proved to be significant for informing the improved juridical foundation for lecturer teaching-related accountability in the SA context to enhance the security of the SA lecturer. With a focus on the development of in-depth understanding of the phenomena of lecturer accountability and security via the perspectives and interpretations of lecturers themselves, the empirical study was grounded in an inductive qualitative methodology from an interpretive-phenomenological perspective. To ensure richness of descriptive data, lecturers actively involved in undergraduate teaching at three different local, and one Australian university, were purposively selected to participate in semi-structured individual and focus group interviews. The analysis and interpretation of the interview data included a comparative component to explore perceptions of lecturer accountability regulation and security protection in an Australian context with a view to identify inadequate legal provisioning for these phenomena in the SA HE environment. From the data analysis and interpretation, seven meaningful themes were identified, associated with either lecturer accountability or lecturer security. The findings offered not only a clear delineation of internal and external lecturer teaching-related accountability, but also a comprehensive definition of lecturer professional security that was found wanting in all legal sources and other literature studied for this thesis. Moreover, in realisation of the primary aim of this study, twelve significant guidelines are presented to establish an improved juridical foundation for lecturer accountability that will enhance lecturer security in the SA Higher Education context. Amongst these are: the development of a clear delineation of teaching-related roles and responsibilities articulated for different academic post levels; the establishment of a professional HE teaching-oriented career path affording professional recognition via a professional body for lecturers, and requiring continuous professional teaching development; and the development of minimum conditions of employment unique to the work of the HE lecturer. / PhD (Education Law), North-West University, Potchefstroom Campus, 2015

The widening of access to Higher Education (HE) with a concomitant call for more accountability in the HE sector locally and globally, has altered the former elitist status of the university and impacted the professional standing, autonomy, and working conditions of lecturers negatively. Lecturers are increasingly held to account for providing quality teaching and delivering employable graduates. Yet their work environment has been characterised by poor support, dwindling resources, lack of recognition and reward for teaching efforts and excellence, and absence of legal protection when failing to fulfil the undefined yet high accountability expectations in their teaching-related work. This state of affairs has had an inevitable influence on lecturers’ perceived security in their labour environment. The overarching purpose of this study was therefore to generate guidelines to improve the existing juridical foundation for accountability of South African (SA) HE lecturers with a view to enhance their security in their employment context. In order to assist in the fulfilment of this central purpose, the study aimed to develop understanding of how lecturers perceive their accountability and security in light of diverse teaching-related responsibilities and vagueness in terms of expected conduct; and the protection (or lack of protection) of their rights and professional status. An international perspective on these issues was imperative to shed some light on how regulation elsewhere could improve practices in the SA context. While SA lecturers are equally entitled to all the rights stipulated in the Bill of Rights, they are also subject to and accountable for upholding the provisions of the SA Constitution and derived labour legislation relevant within the HE environment. The founding values of the Constitution, namely equality, human dignity and the protection of human rights and related freedoms, form not only the basic standard for measuring lecturer conduct, but also the legal basis for challenging policy, system or conduct that might threaten constitutional or labour rights. Yet, despite the existing juridical foundation for the regulation of accountability and rights protection of SA lecturers, comprising the SA Constitution, general labour and HE legislation, there is an absence of HE-specific teaching-related accountability regulation, resulting in lecturer insecurity regarding expected conduct, professional recognition and support, and accountability expectations in their teaching-related work. In comparison, a number of Australian legal imperatives, including the Commonwealth of Australia Learning and Teaching Council’s standard for quality teaching with corresponding quality indicators, provide for more clearly defined teaching-related accountability regulation. In addition, the Mission Based Compacts, the Threshold Standards, and the national Modern Award for the Higher Education Industry, afford Australian lecturers the protection of HE-specific rights relevant to enhance security in their unique work environment. These legal imperatives proved to be significant for informing the improved juridical foundation for lecturer teaching-related accountability in the SA context to enhance the security of the SA lecturer. With a focus on the development of in-depth understanding of the phenomena of lecturer accountability and security via the perspectives and interpretations of lecturers themselves, the empirical study was grounded in an inductive qualitative methodology from an interpretive-phenomenological perspective. To ensure richness of descriptive data, lecturers actively involved in undergraduate teaching at three different local, and one Australian university, were purposively selected to participate in semi-structured individual and focus group interviews. The analysis and interpretation of the interview data included a comparative component to explore perceptions of lecturer accountability regulation and security protection in an Australian context with a view to identify inadequate legal provisioning for these phenomena in the SA HE environment. From the data analysis and interpretation, seven meaningful themes were identified, associated with either lecturer accountability or lecturer security. The findings offered not only a clear delineation of internal and external lecturer teaching-related accountability, but also a comprehensive definition of lecturer professional security that was found wanting in all legal sources and other literature studied for this thesis. Moreover, in realisation of the primary aim of this study, twelve significant guidelines are presented to establish an improved juridical foundation for lecturer accountability that will enhance lecturer security in the SA Higher Education context. Amongst these are: the development of a clear delineation of teaching-related roles and responsibilities articulated for different academic post levels; the establishment of a professional HE teaching-oriented career path affording professional recognition via a professional body for lecturers, and requiring continuous professional teaching development; and the development of minimum conditions of employment unique to the work of the HE lecturer. / PhD (Education Law), North-West University, Potchefstroom Campus, 2015